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Hartman, Andrew John 2014-12-17T20:25:13Z 2014-12-17T20:25:13Z 10000-01-01 1987 1987 The influence of task value, expectancies, self concept of ability, task difficulty, and anxiety on the development of achievement motivation in junior high school was studied. Measurement instruments for intrinsic, attainment, and instrumental value, developed for use in this study, are described. Achievement motivation was determined by teacher ratings of current motivation, self-reports of continuing motivation, school grades, and test scores. The results present a complex and detailed description of the dynamics leading to higher motivation and superior achievement. While high expectancies for success were expected to be an important variable, the value of the activity to an individual proved to be a significant predictor of motivation and achievement. For example, intrinsic value is the best predictor of continuing motivation. The analyses of sex differences in this study suggests there may be a changing situation with regards to a female student's values, expectancies, motivation, and achievements. Made available in DSpace on 2014-12-17T20:25:13Z (GMT). No. of bitstreams: 1 8711806.pdf: 4967214 bytes, checksum: 4bf997262ffc9d4ffed4ca67eb033b33 (MD5) Previous issue date: 1987 Embargo set by: Seth Robbins for item 72276 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 141 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987. http://hdl.handle.net/2142/72108 (UMI)AAI8711806 Psychology, Developmental The Role of Students' Goals and Perceptions of Instrumental Value in The Development of Achievement Motivation at Junior High School text Psychology Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.